10. Goal
For USC to contribute
to nation building by
providing highly
specialized curricular
programs with
extension services
that allow students,
faculty, and staff to
apply the new
knowledge they
generate by
empowering
communities,
organizations, and
institutions through a
transformatory
approach in
addressing specific
social development
problems.
Objectives
1. Extension services
are integral to the
learning experience
and research
opportunities of
students
2. Faculty members
conduct CES as an
enrichment to the
teaching-research
experience
3. Alumni take an
active role in the
conduct of CES
programs and projects
KRAs
1. Context-responsive
CES programs and
projects
2. Specialization-based
CES by faculty and
students
3. Collaborative and
inclusive conduct of CES
by academic as well as
administrative units
4. Sustainable and
outcomes-based CES
programs and projects
5. Development of
Voluntarism and
Missionary Orientation
among faculty, students,
and staff
11. Will be used as
framework in
assessing all
CES initiatives
Must be
inculcated into
the practices of
colleges/
schools,
departments,
and units
24. Important Premises
There are only 3
CES projects that
were developed as
a consequence of
research
undertakings
CES that used
research tools in
their needs
assessments
Sources Tools Used
• Research: 4
• CES: 3
• Community Meetings: 2
• Reflection Papers: 4
• Secondary Sources: 4
• Expressed by Partners: 4
• Recommendation from
faculty/students: 3
• Government Agency: 1
• Survey
Questionnaire: 1
• KII / FGDs: 3
• Ocular Visits: 6
• Exposure/Immersi
on: 3
• Documents
Review: 6
26. Beneficiaries
Community
Organization
Institution
The numeric count is dependent on declared
and reported data
Current data does not include yet impact to
beneficiaries
35. Faculty focused
Still highly Input-driven
Students
There is need to transition
the roles of students to
allow actual technology
transfer and capacity
building
Faculty
Must develop mentorship
to the conduct of CES
36. There is an increase in the volume of discipline-based CES
Most data are simply feedback and not evaluation inputs
Only 1 program explicitly included a working evaluation tool
Time
Frame
• Short Term: 13 • Medium Term: 2 • Long Term: 1
Nature of
the PPA
• Training Program: 5
• Technical
Assistance: 1
• Advisory Services: 1
• Information Services:
6
• Community Outreach: 8
• Technology Transfer: 2
Locus and
Leadership
• Course-based: 8
• Dept.-led: 4
• Support Unit led: 1 • SO led: 5
Program
Area
• Productivity
Oriented: 4
• Literacy and lifelong
learning: 7
• Social Welfare
Services: 3
• Environmental
Sustainability: 3
• Issue Advocacy and
Rights Promotion: 1
• Health Advocacy and
Wellness Promotion: 2
37.
38.
39.
40. CAFA CAS COED COE SBE SHCP SOLG TOTAL
Primary and New Evangelization 2 1 3
Ecumenical and Interreligious
Dialogue
Promotion of the Culture of Life 3 1 1 2 1 5
Family and Youth 3 3 1 1 2 35 2 47
Education and Research 3 12 13 5 3 11 4 51
Indigenous and Ethnic
Communities
1 1 2
Migration
Reconciliation and Peace Building 3 3
Social Justice and Poverty and
Eradication
3 3 1 2 20 3 32
Integrity of Creation 2 1 7 1 1 12
41.
42. CES is dominantly academic in orientation
Context-responsiveness needs improvement
(needs-driven motivation)
No impact evaluations were undertaken
Integrity challenges are present
CES as an “extra” requisite for accreditation
49. CES as an “extra” requisite for accreditation
50.
51. Our ROLES WHO (recipients)
HOW (approaches)
WHAT
(nature of service)
USC-CES
NOTE: These aspects of CES will have their corresponding point system
for Rank and Tenure purposes in the slides to follow.
53. Community Marginalized or Oppressed
Institutions LGU, public schools, church, orphanage
Organizations NGO, professional orgs., civic groups
1
5
2 2
56. College Coordinators
School of Health Care Program (Nursing) Mrs. Laarne Pontillas
School of Health Care Program (Pharmacy) Ms. Glenda Abapo
College of Engineering Dr. Alex Melchor
College of Arts and Sciences (Sciences Division) Mrs. Daisy Salve
College of Arts and Sciences (Arts Division) Mrs. Devra Rae Gilbolingo
College of Education Ms. Mariter Malonjao
College of Education Mr. Monell Cañizares
College of Architecture and Fine Arts Archt. Joshua Tabasuarez
College of Architecture and Fine Arts Catherine Abella
School of Business and Economics Ms. Angela Gomo
School of Law and Governance Atty. Jose Glenn Capanas
57. USC – Community Extension Services Office
2nd floor USC Mission Center @ Ludwig Lehmeier Bldg
Pelaez St., Cebu City, Philippines 6000
(032) 2531000 loc. 196 or 09998855570
ces_usc@yahoo.com and brenette_abrenica@yahoo.com
60. PROJECT W2W
Developing a Values Program for SVD Tertiary
Institutions
“Witness to the Word” as USC’s Proposed Model
Fr. Dionisio M. Miranda, svd
University of San Carlos
(17 April 2013)
61. Introduction
Project Rationale
USC Course Description
Administrative Notes
Part I
Evolution of SVD Spirituality
W2W in the Philippine Context
PART II
What makes a School Catholic?
Religious Values Education and OBE
USC ReEd as Case Illustration
Spirituality in the Educational Mission
PART III
Scientia, Virtus et Devotio as Foundational Themes
OUTLINE
62. PART IV
W2W for Education Scientists
W2W for Natural Scientists
W2W for Social Scientists
W2W for the Humanist Disciplines
W2W for Engineers and Technologists
W2W for Health-care Professionals
W2W for Professional Researchers
W2W for Professions in General
W2W for Student Services and Support Staff
PART V
Uni-wide Collaboration
W2W Assimilation and Assessment
W2W Resources
63. Background: From the outset the SVD never viewed
education as a social service merely but as a religious
apostolate, a unique form of evangelization. Hence the
requirement of Religious Education Courses, the
establishment of the Campus Ministry programs, the
collaboration with the Province apostolates (DYRF, JPIC,
etc.), and service to the local Church.
DWEA matrix: Within DWEA many dreamed of sharing the
SVD mission and spirituality with our partners in education.
Hence the promotion of BEC’s, invitations to the AJ
Spirituality Retreat, and the creation of occasional theological
literature (e.g., Estioko’s conferences on SVD education,
Miranda’s notes on Catholicity in HEIs, and Fabiosa’s
theological framework for an instructional module on Witness
to the Word spirituality).
Project Rationale
64. USC Objectives: The USC Long Range Plan mandates the formulation of a
Value-formation program. Through the W2W Project administration
proposes to develop an academic course with resources for the articulation
of a W2W spirituality not so much for SVDs primarily but for different
communities of the Carolinian family.
Targets: college students, faculty, service support staff, alumni, and even
other collaborators
Content: Paradigms, core values, casuistry of spirituality for USC’s
academic departments, offices and units
Method and Procedure: Andragogy rather than pedagogy (BED has its own
W2W embedded in its Christian Living Program) / serve the illuminating
word in revealing the significance of events / use inductive and Socratic
methods in lectures, group dynamics and discussions, workshops, value-
clarification sessions, etc.
Assessment Metrics: activities, impact assessment (Univ. of America prize
for essay, “How Catholic Education Changed my Life” was a personal
moment with Pope Benedict XVI; USC’s own “Ethics and Spirituality Essay”
contest received only 3 entries.), institutionalization in USC programs (e.g.,
Topnotcher Solidarity Scholarship) and practices (e.g., Integrity Initiative),
fostering religious organizations and lay movements, etc.
USC Course Description
65. Program Coordination. As part of the entire Values Program, USC will develop the
W2W course in tandem with other existing programs, e.g., Campus Ministry services,
ethics and law courses for all programs, support, and spaces for religious formation
within the new GE Program.
Course Delivery. The academic 3-unit course will be administered by the VPAA’s
office in line with RGEC parameters regarding faculty, calendar, scheduling, activities,
grading and the like.
Instructional Resources. Instructional resources that can be useful at both personal
and communal levels can be produced along the following suggested formats: a
Training Manual, an Inter-disciplinary Faculty Reader, Student Portfolios, Posters and
flyers and so on.
Academic Creativity. The present proposal in no way intends to supplant other
resources and approaches. Rather it is offered as a complementary resource at the
disposition of the creative instructor, indeed of the discerning spiritual mentor.
Course Faculty: Apart from SVD members, desirable faculty will be invited by the
DPRS Chair for suitable training and formation. If recommended eventually by the
VPAA, they may be given the privilege of a teaching appointment with RGEC, which
by institutional academic freedom is exclusively reserved to the University President.
Administrative Notes
66. Arnold Janssen and the Founding Generation
Mission Theology Before Vatican II: conversion of the pagan world
Mission Theology in Vatican II: Trinitarian Mission
Mission Spirituality in the SVD Chapters: “passing over” in various
modes (primary evangelization, implantation of the Church,
inculturation, inter-religious dialogue, justice, peace and integrity of
creation, re-evangelization)
AJ spirituality Center In Steyl: a spirituality developed “in via” but
also in methodical and systematic ways (cf. Heekeren)
Contemporary Mission Theology: God’s mission of Dialogue
Contemporary SVD spirituality: Prophetic dialog, preferred dialog
partners (faith seekers, people of other faiths, the marginalized poor,
people of other cultures), characteristic dimensions (mission
animation; biblical apostolate; social communication; justice, peace
and integrity of creation)
PART I
1.1 Evolution of SVD Mission Spirituality
67. Defining Spirituality (distinct from religion, religiosity, piety and devotion)
Typologies of Spirituality (clerical – lay, congregational – diocesan, etc.)
W2W Spirituality for SVDs
Spirituality of Witness: unapologetic, forthright proclamation of one’s experience of
God in Christ
Spirituality centered on the “Divine Word” (viz., Logos)
Strands of SVD Spirituality (see evolution within the society)
Tatak SVD for all apostolates in general: a work in progress
Trinitarian, Mariological, etc. (contrast with other congregational spiritualities, e.g.,
Augustinian, Benedictine, Franciscan, Mercedarian, Paulist, Dominican, Jesuit, etc.).
Concrete expression in lay participation, e.g., SVD League of Friends, SVD Friends,
XVDs and XVDas, lay input in the 2012 General Chapter, etc.
Expressed wishes of some ex-seminarians to retrieve the Vademecum Spiritual
practices (Salve Regina, Quarterly-Hour prayer, etc.)
Tatak SVD for the educational apostolate: W2W in schools
The school’s rationale is the students’ best interests vis-à-vis learning, training
and formation; in Benedict XVI’s phrase, education is intellectual charity.
threefold core functions of schools, despite different traditions and mottos, (e.g., HNU’s
Benedicite Nomini Eius)
Tatak USC: W2W thru Scientia, Virtus et Devotio
1.2 W2W in the Philippine Context
68. Catholic Education from the Magisterial viewpoint
Aeterni Patris, Leo XIII (1879), etc. (see fn. 12 of Miranda, Moral Challenges…)
Gravissimum Educationis of Vatican II (1977)
Sapientia Christiana , John Paul II (1979)
B16: The mission of the pontifical university is to love the Church; it is committed to act in
communion with the Church / Intellectual charity in contrast to “material charity” dedicated to leading
people to the knowledge of the Ultimate Truth and the flowering of the faith
Religious-sponsored Catholic education
Ex Corde Ecclesiae (1990)
Debate over the foundation and mission of “Faith Schools”: How should we affirm the Catholic
identity of Higher Education in an age of secularization, globalization, digitization, etc.? How can it
be distinctively and recognizably Catholic?
Embrace of universal humanist ethics (e.g., UN Declaration of Human Rights) together with
distinctively Catholic Christian moral positions (e.g., on human life, human dignity, human destiny)
Catholic lay-administered schools
E.g., John Henry Cardinal Newman, “The Idea of a University”
E.g., Paulo Freire, Pedagogy of the Oppressed (NY: Herder and Herder 1968)
Lay Catholics in Schools, SCCE (1983)
CBCP documents on education (fn. 13 of Miranda, Moral Challenges…)
Part II
2.1 What makes a School Catholic?
69. In the context of educational reform, and its learning competency or
obe (outcomes-based education) paradigm, Religious Education must
be student-centered rather than faculty-focused:
1. What is the contemporary mission of ReEd? In the language of CMO 46,
what is the OBE of ReEd?
What are the student learning competencies expected in terms of
literacies (SS, Church history, doctrine, etc.)
What are the student learning competencies expected in terms of
ethics and moralities?
What are the student learning competencies expected in terms of
witness, discipleship, apostolate and ministry?
2. What strategies, approaches, pedagogies, andragogies would be
appropriate, effective, efficient?
3. In the context of the Philippine Qualifications Format, what skill-sets or
competencies will qualify a Religious Educator at each of the 8 levels of
Certification?
4. What is this thing called spirituality, and how does its formation apply to
the Religious Educator? On the Mission sending of ReEd, which
Scriptural pericope describes your sense of mission best?
2.2 Religious Education and OBE
70. Historical Glimpse of the Religious Formation Agenda
SVDs personally taught religion classes, and started a training program
for lay partners
The Archdiocese of Cebu taps USC to train catechists for the Basic
Education school system, specially in the public sector.
Lehmeier initiates the CREED program for more intense formation of
evangelizers at all levels: Practice what you preach, live what you teach.
Initiatives to gain CHED recognition for ReEd programs, MA theology,
etc.
CHED, bound by separation of church and state, cannot grant degrees for
religious, particularly confessional, programs; hence theology belongs to
properly Church institutions, like the Seminario Mayor de San Carlos in
Mabolo.
CHED can recognize professional programs, e.g., BSE in Values Ed (with
neutral confessional content) as part of CoED, or AB Religious Studies
(studying religion from the viewpoint of the social sciences) as part of CAS.
CHED can even grant degrees in Theology, but as secular PhD in Theology
(cf. Ateneo de Manila University) as distinct from the canonical SThD (cf.
Pontifical University of Santo Tomas).
2.3 USC ReEd as Case Illustration
71. HERA: Higher Education Reform Agenda (following K-12)
ReEd is a purely SVD requirement for USC as part of its church mandate
and missionary charism; USC can withdraw or modify ReEd courses at will
as part of its academic freedom.
For as long as the SVD owns and administers USC, it will have an
Evangelization Program, within the possibilities and limits offered by the
educational landscape. Hence the calls to reinvent ReEd (2011), own its
challenges (2012), and reboot the department (2013). Thus, for example,
BED Level: USC will continue to offer ReEd, in appropriate forms, for Grs. 11 &
12.
Tertiary Level: USC will require the W2W Spirituality subject for all undergraduate
students as part of RGEC. USC will continue with professional programs at COED
(BSE Val. Ed, along with Ministerial and Pastoral Training Programs and the like)
and at CAS (AB RS - Religious Studies) depending on feasibility.
Graduate School: Where feasible, USC is also open to offering specialized
degrees, e.g., in MS Values Ed, or MA Religious Studies, possibly thru an
Institute for Ethics and Religion.
72. Ethics as foundation of spirituality. In the Christian account religiosity must be based on
spirituality, which in turn must be based on fundamental ethics. Hence no account of
Christian spirituality can be adequate without such a moral foundation.
Spirituality as the flower of ethics. In the Christian account ethics must be motivated by
faith in the God of Jesus Christ, and concrete moral choices must be patterned after Christ’s
life, example and teaching.
Following from the above, the following are not recipes but only samples of proposed
frameworks for spirituality (excursus on epistemology, hermeneutics, ideology, philosophy)
Perspective – Student: instruction, research and CES
Perspective – Faculty/theology of work: occupation, profession, vocation
Perspective – DMM’s Buting Pinoy or moral categories (divine vocation, fundamental
option, values and virtues, sin and vices, natural and positive law, etc.)
Perspective – Developmental Stages, e.g., Jean Piaget (cognitive development), Erik
Erikson (Psychosocial Development), Lawrence Kohlberg and Carol Gilligan (Moral
Development), James Fowler (Faith) …
USC Illustration: Scientia, Virtus, Devotio
2.4 Spirituality in the Educational Mission
73. 3.1 SCIENTIA – “Professional Competence”
Among its many dimensions, scientia means information,
knowledge, literacy, wisdom, skill, expertise and so on. At its
ideal, it is intellectual formation; at the very least, its more
immediate association in education is with professional
competence.
CMO 46 S 2 declares, among the multiple mandates of Philippine
HE: “To produce graduates with high levels of academic, thinking,
behavioral, and technical skills/competencies that are aligned with
national academic and industry standards and needs and
international standards, when applicable.”
PART III
Scientia, Virtus et Devotio Foundational Themes
74. 3.1.1 “Flexibility and Versatility,” or
Responsiveness to B&I (READ: Church) Interests.
Educational reform gained traction thru the lobbying of
business, industry and professional groups in their quest
for workforces enhanced by creativity, efficiency and
productivity thru education and training.
What does the Church-as-consumer (nationally, in R7 and
in Cebu) need by way of Religious Educators (at BED,
Tertiary and Graduate levels)?
Since youth religiosity has evolved, ReEd in USC today
needs to revise its pedagogical strategies to be relevant
and effective.
Rationale for ReEd at CoEd, RS at CAS, and Theology at
Mabolo Major Seminary.
75. 3.1.2 “Filipino and Asian” - Regionalized Integration.
The ASEAN community integration confronts rather large issues like
the invasion of Western cultural values, the uneven political and
economic influence of big countries in Asia, dynamics of integration
within nations of regions and sectors, etc.
Education-wise the general issues are those of comparability (hence
QA, MRA (Mutual Recognition agreements), National Qualification
formats, in organizations like AQAN, APQN, etc.), mobility (portability
of educational degrees and certificates, credit transfer systems, and
freedom of movement of faculty and skilled professionals) and
collaboration (countertrade or reciprocal exchange of students and
faculty, sharing of curricula and program rather than competition,
hence programs like Sakai systems, plus bilateral and multilateral
MOUs, etc.).
ASEAN integration means that we must expect more systematic
linkages, broader exchange and deeper collaboration with partners in
the region, beginning with our AUAP (Association of Universities of
Asia and the Pacific) membership.
76. 3.1.3 “Globally Respectable/Competitive.”
Partnerships between and among local HEIs should serve to promote
friendly competition and stimulate progress through sharing of best
practices.
International linkages on the other hand should serve for technology
transfer and improve global competitiveness of institutions, programs,
faculty and graduates. PAEA has been given fresh instructions along
the lines of strategic partnerships at national and ASEAN levels as
well as the need for international accreditation. Our links are with
ACUP (national), ASEACCU (Aspac international) and IFCU
(global).
What are the national and int’l mega-trends in religious education
(globalization, digitization, new learning styles, revised faculty
expectation, alternative school systems, etc.)?
77. 3.2 VIRTUS - “Informed by Christian virtues
and liberal humanist values.”
Virtus refers to (a) habits of conscience informing qualities of
character (b) ethical ideals and values of the profession (c)
cultivated both for personal enhancement and social exemplarity.
CMO 46 S 2 interprets this as part of the mission of higher
education: “To produce thoughtful graduates imbued with 1)
values reflective of a humanist orientation (e.g., fundamental
respect for others as human beings with intrinsic rights, cultural
rootedness, an avocation to serve); 2) analytical and problem
solving skills; 3) the ability to think through the ethical and social
implications of a given course of action; and 4) the competency to
learn continuously throughout life—that will enable them to live
meaningfully in a complex, rapidly changing and globalized world
while engaging the nation’s development issues and concerns.”
78. 3.2.1 Liberal education in the Catholic tradition.
Mission-wise the SVD has always affirmed the importance
of culture and liberal education.
In the past ReEd and the humanities were required by the
USC curriculum even for technical courses.
In face of the contemporary emphasis on functional
education (science, technology, engineering and
mathematics) USC affirms that the liberal tradition (arts and
letters, humanities and social sciences) is an integral part of
quality education precisely because it cultivates the
analytical-critical and synthetic-constructive skills needed
for democracy and social transformation. (Relate to the
Revised GE program.)
79. 3.2.2 Missionary - Witness to the Word Program.
As a result of various SVD chapters, DWEA conventions
and USC meetings, W2W has taken on more structure,
content and detail. The exploration has admittedly just
begun.
It stands to reason that lay partners who aspire for
leadership succession to SVDs should at the very least
subscribe to the SVD spirituality and have imbibed the
Carolinian ethos.
In any case we would like to see more students, faculty
and alumni cited under this formality for leadership and
exemplary performance, not only in spiritual activities but
also in their professional circles.
80. 3.2.3 Light and salt for the world (Ecclesiastical,
Cultural, and NGO Linkages beyond academia).
Virtue should be cultivated not only within the academe but
also among its partner institutions.
Civil society spontaneously taps the academe for its
activities to produce the warm bodies as audiences or
participants; they offer ready platforms for value formation
in the political, economic, cultural and religious fields.
How can we partner with the Phl Church, Diocese of Cebu,
Holy Rosary Parish?
Publications would also be a way of promoting and
celebrating virtues of different kinds.
81. 3.3 DEVOTIO - “Committed to Social
Transformation in the Light of the Gospel”
Devotio is the practical side of Virtue and its litmus test;
beyond character and conscience, Carolinian education is
about mission and signifies proactive commitment to
the common good of the community, of the state and of
the Church.
Evangelization is not only about preaching the Word, but
working concretely towards the salvation brought by the
Word.
Education is not meant to be a private but also a social
good, to be exercised fully after graduation, but prepared
for already within the learning process itself, as service
learning.
82. 3.3.1 Relevant Community Outreach and Social Impact.
To recall CHED’s definition, “Extension refers to the act of
communicating and transferring knowledge and technology to
specific sectors and target clientele (as distinguished from those
enrolled in formal degree programs and course offerings) to
enable them to effectively improve production, community and/or
institutions, and quality of life while enhancing the HEI’s
academic and research programs.”
USC’s ideal is to move beyond the “extension social services”
associated with juvenile institutions towards “academic service
learning” distinctive of more mature academic institutions.
CMO 46 S 2 restates the mission thus: “To help improve the
quality of human life of Filipinos, respond effectively to changing
societal needs and conditions; and provide solutions to problems
at the local community, regional and national levels.”
83. 3.3.2 Social Amelioration via CES / NSTP / CSR
activities.
A significant number of HEIs find Community Involvement a
burden to be avoided because of its demands, difficulties
and costs. Accreditation reports are notoriously bare in
terms of meaningful services offered under this heading
(training programs, technical assistance and advisory
services, communication / information services, community
outreach activities, technology transfer and utilization).
USC has always committed to stimulate greater
consciousness of social responsibility via applied knowledge
since social transformation should begin in every school’s
own backyard.
84. 3.3.3 Multilateral and Bilateral Linkages towards
good governance.
Can schools and LGUS arrive at a common diagnosis of
their constituencies’ issues and also arrive at a shared
platform on how to address them?
Where there is receptivity as well as capability, government
has usually sought the help of the academe, implicitly
recognizing that CES is the natural seed-bed of enlightened
social policy and transformative leadership.
Surely the Church should be the primary strategic partner
of USC in this respect, as an institution and in its units.
85. Scientia: Paradigms: learner-facilitator, searcher-teacher, public intellectual with a
particular philosophy (e.g., Freire’s Pedagogy of the Oppressed) / HRD paradigm –
building up the nation’s human capital / Catholic paradigm – re-creating the human
person in Christ / various philosophies of education
Virtus:
Maximum ideal: responsibilities qua intelligentsia – enlightenment, courageous
critique, constructive solutions, in loco parentis
Minimum Norms: academic integrity and accountability, scholastic pluralism,
USC Academic and Administrative Employee Manual, Student Manual, IPR
violations (plagiarism), company theft, etc.
Moral-legal Casuistry: false claims in educational CV, “academic tenure”
anomaly, Anti-Sexual Harassment Act, CMO regulating field trips, etc.
Devotio:
Research and Publication: teacher training for BED, professional and
vocational training, educating educators for undergrad and postgrad,
CES: mission-driven rather than pro-forma compliance, educating the
public, multiple literacy outreach
Spirituality Synthesis: Jesus Rabbi, SS pericopes, Patron saints
Department Specifics: BED, SHS, Tertiary, Postgrad
Part IV
4.1 W2W for Education Scientists
86. Scientia: Paradigms: natural sciences (biology, chemistry, physics,
math) vis-à-vis social sciences (DASH, Econ, PoSc), and integrative
sciences (ethics, philosophy, theology)
Virtus:
Maximum Ideal: promoting health, protecting the environment,
sustainable development
Minimum Norms: Professional Codes of Ethics, precautionary
principle vs. unknown risks (e.g., of nanotechnology)
Moral-legal Casuistry: risky science issuing in sickness,
environmental degradation, etc. Nazi experimentation
Devotio:
Research and Publications: priorities of DOST R7
CES and advocacies of students and faculty
• Spirituality Synthesis: Scriptural Models, Pericopes, Patron Saints
• Department Specifics: Biology, Chemistry, Math, Physics
4.2 W2W for Natural Scientists
87. Scientia: Paradigms of DASH, Econ, PoSc as distinct from the
natural and integrative sciences / significance of social location
Virtus:
Maximum ideals: raison’etre and ideals, promoting a just society (e.g.,
Focolare economy of communion)
Minimum Norms: Professional Codes of Ethics –embedded in paradigms /
debates between schools of thought or persuasion
Moral-legal Casuistry: narrow indoctrination vs. broad-minded education
Devotio:
advocacy-driven organizations of students on campus
Research and publications – from the underside (social classes and social
change, underground economy, popular culture, political dynasties and
patronage, etc.
CES of faculty professionals – from the margins
Spirituality Synthesis: Scriptural models, pericopes, patron saints
Department Specifics: Law, Political Science, Economics
4.3 W2W for Social Scientists
88. Scientia: paradigms for humanitas: Literature for insight into the human
condition, Philosophy as methodical search for answers to human
questions; Theology as quest for ultimate meaning in the Transcendent
Virtus:
Maximum ideals: raison d’etre: humanitas in the truest, deepest, most noble and
inclusive senses
Minimum norms: Professional Norms like academic integrity; scholastic
trustworthiness, agnostic professor of religious faith
Moral-legal Casuistry: social justice for and solidarity with the forgotten, excluded
and oppressed
Devotio:
Research and Publications: being the voice of the unheard, bringing to the fore
the unseen, centering the marginalized, e.g., Religiosity in R7 (organized religion,
popular religion), Carcar Lecture Series of CSC, Phavisminda themes
CES for students and professional associations for faculty of Literature,
DPRS
Spirituality Synthesis: Scriptural models, pericopes, patron saints
Department Specifics: Literature, Philosophy, Religious Education
4.4 W2W for the Humanist Disciplines
89. Scientia: Paradigms: homo faber, whether high or low-tech / tech
transfer as a new core function of the university
Virtus:
Maximum ideals: quality of Life thru technology, effectiveness, efficiency;
solutions sensitive to users and context
Minimum Norms: technology that is safe and accessible to the majority,
particularly the poor of a developing country
Moral-legal Casuistry: Nobel Peace Prize rationale
Devotio:
Research and Publications: contextualized knowledge, priorities of DOST,
CHED and DTI in R7
CES and innovation: technology for the poorest in PHL and R7
Spirituality Synthesis: Scriptural models, pericopes, patron saints
Department Specifics: Chemical, Civil, Computer, Electrical,
Electronic, Industrial, Mechanical
4.5 W2W for Engineers and Technologists
90. Scientia: Paradigm: Guardians of life, health and integrity
Virtus:
Maximum Ideal: Patient’s best interests, patient autonomy
Minimum Norms: “non nocere,” confidentiality, etc.
Mora-legal Casuistry: Dr. Death, Nurse Assassins, health-care
charlatans
Devotio:
Research and Publications: herbalists and shamans
Community health programs, other advocacies
Spirituality Synthesis: Jesus the Healer, pericopes, patron
saints
Department Specifics: Nursing, Nutrition and Dietetics,
Pharmacy
4.6 W2W for HCPs (Health-care Professionals)
91. Scientia: paradigm – methodical and systematic quest for any new
and added basic and applied knowledge and understanding
Virtus:
Maximum Ideals: pure search for rationality and truth; at the service of
human welfare and flourishing (harm cannot be an objective of ethical
research) / for whose benefit? / Can vs. Ought vs. May
Minimum Norms: self-criticism (integrity in research; conflict of interest;
transparency and disclosure); application of tested research methods (risk
management for unforeseen consequences, correctness norms)
Moral-legal Casuistry: conflict of interest issues / procedural norms:
lapses in data-gathering, management and assessment
Devotio:
Research and Publications: Preferential options / Publication ethics
CES and other advocacies: Preferential options, see preceding slides
Spirituality Synthesis: Mt 25 on the last judgment
Department Specifics: see preceding slides
4.7 W2W for Professional Researchers
92. Scientia: Paradigms for Architecture (Habitat for Humanity,
Freemasonry), Law (Order of Nature), Business (Value proposition),
etc.
Virtus:
Maximum Ideals: humanized space, human justice and social order, doing
well by doing good
Minimum Norms: Business, legal, architectural ethics / professional
respect
Moral-Legal Casuistry: architects vs. engineers, exploitation of students,
graft and corruption, estafa of association funds, theft of company
property. Manipulation, back-stabbing, dishonesty, treachery, calumny of
fellow professionals, etc.
Devotio:
Research and Publications: best practices, innovation
CES and other advocacies: Microsoft (proprietary) vs. Linux (freeware)
Spirituality Synthesis: Scriptural models, pericopes, patron saints
Department Specifics: Architects, Business, Law, etc.
4.8 W2W for Professions in General
93. Scientia: paradigms of the units (student services, support staff, general services and
administration): how can professionals serve students & faculty best by making the
threefold core processes more effective and efficient?
Virtus:
Maximum Ideal: raison d’etre per se of unit, and for USC as well
Minimum Norms: Specific codes of Professional ethics, USC Manual for
Administrative Employees / basic respect and courtesy to school clients
Moral-Legal Casuistry: graft and corruption in education – cf. EHEM! Research /
complaints by parents, clients, foreign students, suppliers: slothful GS, neglect of
labs and equipment, dereliction of duty in offices
Devotio:
Support for student and faculty CES
Employment of handicapped for specific sectors (?)
Spirituality Synthesis: Discipleship, women followers of Jesus, SS pericopes, patron
saints
Office Specifics: HRMO, Librarians, Admission, Testing, Guidance, OSA, etc.
4.9 W2W for Student Services
& Support Staff
94. President’s Division
Visioning/Christian Witnessing. In future the evangelization agenda at
Tertiary will have to be carried out through the elective classroom RGEC
units in tandem with CES as a co-curricular activity extra muros. Others
are invited to contribute: CM for spirituality, Philo and HRMO for ethics,
SLG for law and public policy, CES and JPIC for community involvement,
TED and CoEngg for theory and technology, OR and USC Press for
publication and TDCTU, SBE for commercialization, and so on. [P to BOT
March 2013, S 9.3.1.1]
CM: Sacramental life thru the liturgical calendar events (Advent,
Christmas, Lent, Easter, Pentecost) / Cebu Diocese (Sinulog, Sto.
Rosario) / SVD feasts (AJ, JF) / Bible Service on the Professions /
Penitential Service for the Professions, etc.
PASSP (PA on Special Programs & Projects) and PAID (PA on
Institutional Development) on values education and formation
PART V
5.1 UNI-WIDE COORDINATION
95. VPAA’s Division
USC events (St. Charles Borromeo, Foundation Week,
College Days, graduations)
HRMO: recruitment, orientation, formation / historical cases
handled by FICs (moral failure, criminal activity)
Council of Deans: Ethics Committees
Council of Chairs: Department Ombudsmen
CES coordinators: Impact Assessment
VPAd’s Division
Value-formation and etiquette-training of staff
ADEA Days activities / Staff development
Dir. Of Student Affairs (activities and organizations)
VPF’s Division
Division Planning
Student Financial Assistance
96. Students: OSA’s Leadership awards to individuals and organizations /
Participation in World Youth Day / Election activities /
Faculty: Personal Synthesis re Educator’s Ethics and Spirituality as part of
application for permanency and RCP (Paradigmatic Frames of Spirituality,
Ethical Responsibilities, Personal Casebook)
Departmental: Revised VMG, based on revised Directional Matrix and
Operational plans, with specific attention to the ethos and spirituality of the
department measured not only in sacraments (masses and confessions),
liturgy (blessings, bible services and para-liturgical practices) religious
practices (retreats, recollections) and seasonal devotions (Via Crucis,
rosary, etc.) but intellectual profile plus relevant and transformative
CES; revised Codes of Ethics per discipline, Examination of Conscience per
Profession (poor, wrong and false Witnessing); revised pre-activity videos,
etc.
College: Foundation Week Planning – theme, activities, awards / Midyear
and Yearend Evaluation Conferences
Commencement Exercises (October and March): Graduation liturgy in
general / Mission – sending rite / induction in USC alumni association /
Recognition Awards: e.g., Missionary of the Year (IHMA), Psalterion Award
(St. Scho), etc.
Institutional: Integrity Initiative / USC-Archdiocesan Partnership
5.2 W2W Assimilation and Assessment
97. Bibliographic Resources
Spirituality and Theology in General
SVD literature relevant to the education apostolate
Miranda, Dionisio, “Moral Challenges in Educational Ministry” pp. 119-137 in Agnes
Brazal et al (eds.) Transformative Theological Ethics: East Asian Contexts, AdeMU
Press 2010
Other resources
Graft and Corruption in the Academe – by staff of Albert Alejo (EHEM! Advocacy)
e.g., Cardinal Tagle’s The Word Exposed (Sunday tv program at ANC)
Reader for faculty/students (both for single or multiple departments)
General readings
General cases
Departmental Readings
Cases by discipline
Student Portfolios
Collection of Articles
Incident / Case Reports
Reflection Papers
Personal Synthesis
5.3 W2W RESOURCES
98. University level
Review identified gaps and challenges.
Identify specific items to comply based on CMO 8
and 46
Develop mechanisms that will help
Rationalize and Align all CES efforts to curriculum and
research priorities
Ensure and Strengthen partnership and linkages
within as well as outside of USC community
Sustain interventions
Document existing initiatives
99. School/College/Department levels
Aggressively review programs, projects, activities
(Revisioning of unit CES)
Strictly follow the Guiding Principles
Apply the SVD framework (specifically D)
Articulate unit CES Program Design
Anchor specific items to comply based on CMO 8 and
46
Comply with the requirements set by the university
office
CES PPA and Proposal Forms
Develop PPA-specific assessment tools
Submit Quarterly Reports
